Mississippi Is Beating California in Reading. What Can We Learn?

As an educator, parent, and advocate for students who learn differently, I spend a lot of time thinking about one question:

How do we help more children become successful readers?

Recently, education researchers, policymakers, and school leaders across the country have been paying attention to an unexpected story. Mississippi—a state that has historically struggled with educational outcomes—is now outperforming many states, including California, in early reading achievement.

One of the most interesting articles I've read on this topic is "States Are Learning the Wrong Lesson From the Mississippi Miracle" published by The Atlantic:https://www.theatlantic.com/ideas/2026/04/mississippi-education-miracle/686731/

The question is:

What can California learn from a state that dramatically improved reading outcomes for children?

The Reading Problem Is Real

Reading is the foundation of nearly everything we ask children to do in school. Students read to learn science. Students read to learn history. Students read to solve math word problems. Students read to follow directions. When reading is difficult, every subject becomes more difficult.

California has many outstanding teachers, schools, and districts. Yet far too many students continue to struggle with reading proficiency. Families often find themselves seeking outside support, educational consultations, private evaluations, academic intervention, or homeschooling options because their children are not making the progress they hoped for.

This isn't a teacher problem. This isn't a parent problem. It's a systems problem.

What Mississippi Did Differently

According to education researchers and reporting on Mississippi's literacy reforms, several factors contributed to the state's improvement:

• Strong statewide literacy policies

• Consistent implementation across districts

• Increased teacher training in evidence-based reading instruction

• Reading coaches and intervention support

• Accountability measures to monitor progress

• Early identification of struggling readers

Most importantly, Mississippi embraced many principles that align with what we now know from decades of reading science research. Reading is not a natural process. Unlike spoken language, the human brain is not wired to automatically learn to read. Reading must be taught explicitly and systematically.

Children need instruction in:

• Phonological awareness

• Phonics

• Decoding

• Fluency

• Vocabulary

• Language comprehension

• Writing and spelling

These skills work together to build skilled readers.

California Can Do This Too

California has incredible educators. California has innovative schools. California has families who deeply value education. But meaningful change requires more than good intentions. It requires commitment. It requires consistency.

It requires accountability.

If we want better outcomes, we must be willing to ask difficult questions:

• Are teacher preparation programs adequately preparing educators to teach reading?

• Are districts using evidence-based literacy curricula?

• Are struggling readers being identified early enough?

• Are interventions intensive enough?

• Are schools spending too much time testing and not enough time teaching?

Assessment has a place and data matters. But at some point, children need time to actually learn. Teachers need time to teach. Students need opportunities to practice. Families need clear communication and support. The goal should not be more testing. The goal should be better and ongoing teacher training.

Why My Learning Farm Works

At My Learning Farm, we see every day what can happen when instruction is individualized, evidence-based, and relationship-driven.

Our approach combines:

• Orton-Gillingham structured literacy practices

• Science of Reading research

• Multi-sensory instruction

• Explicit teaching

• Systematic skill progression

• Confidence-building support

• Strong partnerships with families

Children are not rushed. They are not compared to one another. They are taught in ways that make sense for how their brains learn. Whether a student attends traditional school, homeschool, a charter program, or receives additional academic support, the goal remains the same: Help children become confident, capable learners.

It was the result of focused effort, strong leadership, accountability, teacher support, and a commitment to evidence-based instruction. California can do the same. And every child deserves nothing less.